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Using the online lessons and resources developed for the ARC at The ARC – Online Lessons & Resources, reflect on how you could apply the concepts and skills covered to your own teaching practices, in alignment with the STEM Education Policy Statement and how STEM education can be addressed as part of the SSE process on a school-wide basis.
I think that the lessons on the ARC are very child friendly and they would provoke an interest in seafood farming and allow the children an insight in to other employments and services, which stem from aquaculture. Many children would be taken with the position of sea diving and aquanaut! It would be an interesting lesson to look at the difference between populated and depopulated communities and the differences and similarities, and to critically think, and problem solve on how best to keep areas populated such as those on the west coast, Kerry and Donegal etc. Aquaculture is not mentioned very much, if at all, in SESE programmes, which is a lost opportunity for learning.
From A STEM perspective pupils could explore, research and study the STEM professions which are intertwined with aquaculture. Integrated lessons using more than the traditional STEM subjects of science, technology, engineering, and maths but history, geography, global citizenship, Arts education, environmental responsibility, nutrition, drama, socioeconomic factors and many more curricular areas could be included. The story of the ‘Salmon of Knowledge’ could be the introduction to a lengthy period of learning opportunities and experiences for pupils.
It would be essential to ensure that in gathering information during the SSE engagement that the area of aquaculture is included to see if and how we can be more effective in delivering knowledge about this industry that will be so important from a food provision and sustainability in the future.
Hi Sarah,
I would agree with you that we do not delve enough in to Aquaculture in schools despite being an island and surrounded by water and the possibility that we may eventually depend on aquaculture for sustainable food sources from the ocean. I live and work near the beach and if only to explore the inter tidal zoned habitats with pupils, I feel I have gained so much information from that slide alone.
This module is so informative of the geographical and climate features influencing aquaculture in Ireland. We are lucky to have the influence of the Gulf Stream, which prevents having the extreme climates of other countries located in a similar position but not close to the Gulf Stream. We certainly have a ‘Goldilocks’ climate and this is key to enabling us to have a quality agriculture and aquaculture industry. Even though certain regions are more suitable to one type of farming than another, places in the west of Ireland which do not have good agricultural land are compensated by the geological features of bays, inlets, peninsulas, estuaries and islands, fjords, harbours and piers that allows aquaculture to succeed. It is an important aspect of future sustainable food production as the prediction of population growth and decrease in land available for agriculture, means expansion in aquaculture is essential. The socioeconomic advantages associated with aquaculture are important with the benefits for local communities, from direct employment to indirect employment and services, bringing financial spending to communities. The provision of lesson plans for map reading is a very useful resource.
Hi Azora,
I agree with you the first module was full of interesting information and the videos were concise and to the point long enough to keep the attention of students and create discussion. I wasn’t aware of all of these resources being available from BIM, but look forward to sharing them with colleagues so this topic of aquaculture, which is vital as a sustainable food source, can be explored.
Reflect on the potential classroom use of these tools and how learning about Aquaculture and Social License can impact your school students.
I think of all the BIM Social Licence Projects, the use of the ARC is a fantastic resource to engage students with the topic of Aquaculture. It is very impressive to look at from the outside, and the manner in which it is offloaded in the school is motivational in raising curiosity in itself. The cinematic approach gives the impression of being there on location when showing the pupils the films of aquaculture in motion. I think there is lots to learn through integration in to history, geography, science, maths, socioeconomic factors, health and nutrition from the ARC. I also think there is lots to learn through looking at the ‘Taste the Atlantic’ from SESE and, Nutrition and Health also. To tie in to Aquaculture, BIM has the Young Chef Ambassador Programme and Next Generation Oyster Farmers which ties in nicely to the socioeconomic aspect of Aquaculture. The vocabulary that can be taught around Aquaculture, and research in to the various professions that are engaged with Aquaculture e.g. marine biologist, scientist, processors etc. can lead to huge learning in a class. The availability of webinars and videos helps with the teaching and learning.
Hi Orla,
This is a huge amount of hands on interactive engaging work that I could see the children having so many learning opportunities as well as all the fun!
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
We are very fortunate to have the beach and an ancient woodland with a river running through it in my locality. There are many species of trees and ferns, with bluebells and wild garlic growing there. It is a habitat for so many animals. It has a very high bridge, which, was built as a Famine Relief Project. It is within walking distance from the school so I could see pupils engaging in bark rubbings, sketching of flowers, ferns, any foliage or animals of interest to them.
They could use checklists and take photos of species to identify the biodiversity living there and use magnifying jars to take a closer look.
There are some historical features such as the High Cross of Kilbride to be seen and explored, and find out more through on line searches.
The pupils could observe the fantastic structure of the bridge which was the 3rd highest in Ireland at one time and they could research the Famine, maybe on duchas.ie and write creatively and imaginatively about what it would have been like to live during the famine.
The pupils could walk through the woodland and, in groups, observe and record the sounds of the woodlands on a tablet. They could explore ways of recreating the sounds and make them in to a rhythmic composition. And then there is the beach to explore!
Hi Orla,
This is a really comprehensive lesson plan for Junior and Senior Infants, and incorporates so many cross curricular areas. It would be a great project especially if there were other adults in the room for in class support.
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
I would introduce this lesson by showing the pupils photos and videos of the Suspension Bridge in Birr Castle and visit the local bridge to make observations and discuss what shapes are used and what type of structure and design it has.
The pupils will be asked to design a bridge, which will allow 2 vehicles from the class small world to crossover. Have the children work in groups and ask them to make a plan of the type of bridge they will make, discussing the different shapes which might be best for different structures. Depending on the class level, mathematical skills used will vary, but measurement, shapes, geometry, calculations, scale and data may be used. Pupils will be given necessary materials, and encouraged to build their bridges from their plans. They will be encouraged to measure correctly and then when their bridge is complete, they can test the bridge to see the heaviest car that it will support.
After they are finished, the pupils will present their bridges and discuss with the class. They can reflect on what they might change or do differently.
As a teacher I would reflect on how this lesson went and what skills the pupils used, and how it could be integrated into other curricular areas.
Hi Mary,
I would agree that Birds would be a great biodiversity project for a school. There is so much learning to be had from a STEM perspective, it could incorporate all the elements science- various species of birds sighted, technology- using tablets for photographing or researching species, engineering- designing and making bird feeders and maths- recording and displaying data.
I think the outdoor space in or school would lend itself well to recording a biodiversity project. There is a wild flower garden, which could be monitored weekly by children in small groups, using the FIT count and the downloadable recording sheets. It could be monitored over the 5 days of the week if there was an extra teacher available to bring groups out each day, from April to June. It could be discussed and monitored at in-class maths, as there is lots of integration with maths, science and ICT, and tablets could be used to photograph and research the various species the pupils encountered. Projects based on the various species could be undertaken by groups or individual pupils. Data sheets could be recorded manually and then on Microsoft excel if the class were of that level. Graphing in maths could be engaged and pupils could share the results of their monitoring or projects with other classes.
Hi Catherine,
I love the various methodologies and integration of subjects that you use and how you demonstrate how this lesson can be adapted for pupils with additional needs.
I really like the idea of map making and working as cartographers in the lower classes. I would introduce the idea of maps and trails by reading a story like ‘The Little Red Hen’ or showing what you can see from above from any animated scene on the interactive whiteboard. I would ask the class to put a lunch box or crayon or some object on the floor and to tell me what they can see looking down at the object. In pairs I would get the pupils to draw the object as if they were flying over like a bird. I would reinforce that this is what map making is all about.
I would then look up the school on google maps, and have a discussion going as to what they see, what is near, beside etc. Then I would show the pupils the aerial photos, which are available in the school of the building before extensions and after, using comparatives, bigger, smaller, nearer, further from etc.
I would explain that we would use different colours to draw a map of the school in our groups, e.g. black for the building, green for the grass area, brown for the paths etc. After each group has drawn their map, we will look at, discuss, and reflect on each group’s map. We could use the maps for orienteering in a PE lesson later on. At a later date we could return to 3D map making from expanding on their maps and their walks around the school.
I would like to agree with your approach to teaching that it is so important to integrate subjects in to each subject so pupils can see the relative connection to everyday life. I would always have considered opportunities to refer to teaching that could be tied in to other subjects. It is also so important to have hands on, collaborative activities for pupils to engage in, acquire the knowledge and skill, and of course to enjoy.
